Your DNA
Click to download Learning Experience as a .doc Format
Author: Darlene Bissonette
School District:
Brasher Falls Central High School
Intended Audience:
Content Area: Science
Course Title: Living Environment
Grade Level: 9-10
Technology Integration:
Technology Hardware: CPS
Technology Software: DNA PowerPoint from the STEM CSI Potsdam Workshop by Dr. Caroline Zanta (modified by Ms. Alaina White)
Internet Resources:
Other Content Areas for STEM Integration:
Content Area:
New York State Learning Standards and Performance Indicators Addressed by this Learning Experience:
Include the full wording of the standard(s) and specific performance indicator(s).
Standard MST4: Science Students will understand and apply scientific concepts, principles, and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science.
The Living Environment
Key Idea MST4.LE2: Organisms inherit genetic information in a variety of ways that result in continuity of structure and function between parents and offspring.
Performance Indicator MST4.C.LE2A:
Students explain how the structure and replication of genetic material result in offspring that resemble their parents.
Major Understandings 2.1c Hereditary information is contained in genes, located in the chromosomes of each cell. An inherited trait of an individual can be determined by one or by many genes, and a single gene can influence more than one trait. A human cell contains many thousands of different genes in its nucleus.
Major Understandings 2. 1f In all organisms, the coded instructions for specifying the characteristics of the organism are carried in DNA, a large molecule formed from subunits arranged in a sequence with bases of four kinds (represented by A, G, C, and T). the chemical and structural properties of DNA are the basis for how the genetic information that under- lies heredity is both encoded in genes (as a string of molecular “bases”) and replicated by means of a template.
Problem Statement:
This should be posed as a problem that students will be addressing. This will be the focus of the learning experience.
What is DNA?
Essential Question:
This is one focus question that promotes inquiry based learning and allows for multiple solutions and processes.
What does your DNA look like?
Learning Objectives:
By the end of this learning experience students will be able to:
Students will be able to define DNA, understand how submicroscopic the DNA really is, and identify the base pairs correctly.
Necessary Resources:
List all materials that the teacher or students need to complete this learning experience.
Textbook(s), Workbook(s):
Reference Book(s):
Handout(s): Extraction of Human DNA from the STEM CSI Potsdam Workshop by Dr. Caroline Zanta (modified by Darlene Bissonette)
Other:
Steps for Implementing Learning Experience:
List the actions that take place during this learning experience.
Day 1 - Show the Powerpoint with the CPS system. Allow student discussion about the material. Hand out the Extraction of Human DNA so students can read over the lab for next class.
Day 2 - Perform the lab!
Day 3 - Go over the questions with the students. The students will not know about hydrogen bonding or some of the reasons for certain steps so be ready to explain those parts to them.
Instructional Modifications:
List all modifications to the classroom setting as well as those used to enhance learning for all students.
The PowerPoint is located on the classworks drive so students and teachers can look at it or download from a school computer. Some students came in after school to redo the experiment because they did not get any DNA the first time, if they were absent, or they just wanted to do the lab again.
Time used for Planning:
Time spent without students to prepare.
I first learned how to extract human cheek cell DNA at the week long CSI Potsdam STEM workshop. I then spend about two hours practicing the lab with Ms. White (a fellow teacher), shopping for materials, and placing the Powerpoint on the classworks drive.
Time for Implementation & Assessment:
List each day that the learning experience occurs along with the timeframe of the day in minutes.
3 - 42 minutes periods
Assessment Tools:
List all forms of assessment for the learning experience.
The 12 questions at the end of the lab paper.
Reflection:
Share the pros and cons of the learning experience. State any modifications that you would make next time this lesson is implemented.
All but one student performed the lab activity of extracting their DNA. I did not force the issue because I will never force anyone to put anything their mouth that they don’t want to do so. I did provide Gatorade and/ or salt water but this student did not want either one of them. I also had the salt water incase a student was allergic to the dye in the Gatorade.
I would use a rubric for the last assessment question.
Student Work:
Attach one sample of student work that demonstrates a mastery, average, or below average level.
Rigor and Relevance Target:
The Rigor/Relevance Framework has four quadrants. Each is labeled with a term that characterizes the learning performance of the student at that level. Select the quadrant that is most appropriate regarding this learning experience.
Provide Supporting Information to Validate the Quadrant in Which This Learning Experience is Located.
A or B the students were given a “cookbook” lab to follow. The really great part of this lab is the fun factor. This helped to spark the science is cool and not just microscopes and fetal pigs.
